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Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme 教育干预措施的有效性:对英国 "机会领域计划 "的各项举措进行生态系统分析
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-01 DOI: 10.1002/berj.4038
Sara Spear, Phil Kirkman

Government interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at-risk groups, and failed to address the macro aims of fostering a pan-system response.

政府为解决教育不平等问题而采取的干预措施在英国和国际上都很常见。虽然政策讨论倾向于将基准和指标作为衡量教育成功的标准,但政府干预教育的包容性和有效性一直受到质疑。本文采用生态系统论的视角,分析政府干预措施如何可能或不可能对青少年的教育成果产生真正的影响。本文介绍了两个案例研究,涉及作为英格兰机会领域(OA)计划的一部分而获得资助的项目,这些项目旨在解决青少年的学习障碍:伊普斯维奇 "学习行为领导 "和诺里奇 "参与教练"。研究小组采用混合方法对七所学校的这些项目进行了评估,包括对项目实施人员的访谈和反思日记(7 人)、对学校高级领导团队成员的访谈(7 人)、对教师的在线调查(23 人)以及对参与项目的青少年的焦点小组(14 人)。评估发现,尽管宏观系统和外在系统对开放式学习计划的目的和优先事项有共同的 理解,但宏观系统和微观系统之间存在紧张关系,而且缺乏与中间系统的相互联系。虽然这些项目使参与其中的年轻人受益,但却没有达到促进高危群体参与的初衷,也未能实现促进泛系统响应的宏观目标。
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引用次数: 0
Brokering knowledge from laboratory experiments in evidence-based education: The case of interleaving 循证教育中实验室实验的知识中介:交错案例
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-31 DOI: 10.1002/berj.4037
Paul Rowlandson, Adrian Simpson

The turn to ‘evidence-based education’ in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes field and laboratory experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers’ extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of ‘interleaving’. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and ‘extra-lab’ interleaving studies, it suggests that an alternative extrapolation—creating laboratory effects in the classroom—has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments.

在过去的三十年里,"循证教育 "倾向于一种证据:实验。知识经纪人将实验研究报告作为课堂实践建议的基础。本文根据因果关系的控制和精确性,对现场实验和实验室实验进行了区分。本文以 "交织 "为例,简要指出了知识经纪人从现场实验中进行推断的问题,并将主要重点放在从实验室实验中进行推断上。论文认为,知识经纪人经常把实验室实验当作实地实验来推断。通过对实验室和 "实验室外 "交织研究的考虑,文章指出,另一种外推法--在课堂上创造实验室效果--几乎没有教学价值。结论建议将重点放在机制、背景和结果上,以此作为从实验室实验中获取教学知识的更有用的基础。
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引用次数: 0
The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation 在线积极心理学干预对职前教师的效能感、应对能力和情绪调节的影响
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-31 DOI: 10.1002/berj.4036
Frances Hoferichter, Armin Jentsch

Pre-service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre-service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve participants' resilience, in particular their self-efficacy, emotion regulation and ability to cope. Linear mixed models that simultaneously analyse variability between subjects and over time revealed that pre-service teachers who participated in the intervention benefited from the programme with respect to an increase of their emotion regulation strategies, self-efficacy and ability to cope compared to the control group—although at baseline, they exhibited less beneficial emotion regulation, self-efficacy and ability to cope. The findings suggest that such positive psychology interventions could help pre-service teachers build their resilience.

职前教师被认为是在职业生涯中出现职业倦怠综合症的高危群体,原因是他们感受到的心理压力增加,特别是如果缺乏应对策略的话。为了向职前教师提供可成功应用于教育和工作环境的适当技巧和概念,我们设计了一项在线积极心理学干预措施,以提高参与者的抗压能力,特别是他们的自我效能感、情绪调节和应对能力。线性混合模型同时分析了受试者之间以及随着时间推移的变异性,结果表明,与对照组相比,参与干预的职前教师在情绪调节策略、自我效能感和应对能力方面都得到了提高--尽管在基线时,他们的情绪调节、自我效能感和应对能力表现出的益处较少。研究结果表明,这种积极心理学干预措施可以帮助职前教师增强抗压能力。
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引用次数: 0
Teacher perspectives on enhancing wellbeing education through integrating arts-based practices 教师对通过整合艺术实践加强幸福教育的看法
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-18 DOI: 10.1002/berj.4029
Sigrid Moar, Katie Burke, Marthy Watson

Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts-based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts-based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art-based practices. Thematic analysis using a socio-ecological framework reveals strong support for arts-based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.

国际上越来越多的中学开展幸福教育(WE),以促进青少年的身体、社交、情感和心理健康。现有的和新出现的证据表明,普遍的幸福教育还有很大的提升空间,以艺术为基础的方法在提高幸福教育效果的学校计划中具有巨大的潜力。与此同时,越来越多的国际文献将艺术参与与各年龄组的积极心理健康联系起来。现有的研究还表明,从教师的角度对世界教育大会的目标、教学法和学生参与情况进行评估的情况并不多见。为此,本定性研究调查了教师对基于艺术的 WE 的潜力的看法。通过异步小组访谈,10 位澳大利亚中学艺术教师结合自己的艺术教学实践,对当前的世界教育大会进行了反思,探讨了通过艺术实践提高世界教育大会水平的可能性。采用社会生态框架进行的专题分析表明,以艺术为基础的 "我们的世界 "得到了强有力的支持,并指出艺术的参与在促进教师和学生自主性的提高、关系的建立、安全和包容性的环境以及在 "我们的世界 "中愉快的、体现性的学习方面具有积极的潜力。
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引用次数: 0
Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school 追求平等机会过程中的紧张关系:一所创新型中学的案例研究
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-18 DOI: 10.1002/berj.4019
Pomme van de Weerd

Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.

教育方面的机会均等可以被解释为确保公平地接受某些类型的教育(如学术教育),也可以被解释为无论采用何种教育途径(如职业教育或学术教育),都有平等的机会过上充实的生活。这两种解释是相互矛盾的:前者意味着一种等级制度,认为某些教育形式优于其他教育形式,而后者则要求所有教育形式都被认为是有价值的。本文介绍了荷兰一所中学的案例研究,这所中学同时追求对平等机会的两种解释,并为此进行了系统改革。在对学生、教职员工和管理层进行访谈、焦点小组讨论和参与观察的基础上,本文分析了这些参与者在两种平等机会解释之间所经历的紧张关系。本文认为,这源于社会环境对机会均等的第一种解释的认可,而对第二种解释的认同度较低。分析表明,像学校这样的单个机构在改变有关教育轨道的叙述方面力量有限,特别是当这些叙述与社会的主流趋势不一致时。此外,本文还强调了将对平等机会不同解释的分析应用于经验数据的价值,这种分析通常是通过理论研究进行的。
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引用次数: 0
Do schools that employ an inspector get better inspection grades? 聘用督学的学校是否能获得更好的检查成绩?
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-17 DOI: 10.1002/berj.4025
Christian Bokhove, John Jerrim, Sam Sims

In England, a substantial proportion of school inspections are conducted by current school leaders. This may lead to concerns that this gives their school (about 2% of schools) an advantage in the inspection process when it is their turn to be inspected. Yet scant evidence exists on this issue. This paper thus presents the first evidence on this matter, using data obtained via a freedom of information request and linking this with other publicly available information about England's schools. We find that schools where a member of staff also works for Ofsted receive better inspection outcomes than schools without an inspector on their payroll. Our findings nevertheless suggest that other schools may benefit from having access to the training material and professional development opportunities Ofsted provides to its inspectors.

在英格兰,相当一部分学校的视导是由现任学校领导进行的。这可能会让人担心,当轮到他们的学校接受检查时,他们的学校(约占学校总数的 2%)会在检查过程中占据优势。然而,有关这一问题的证据却很少。因此,本文利用通过信息自由申请获得的数据,并将其与英格兰学校的其他公开信息联系起来,首次提出了有关这一问题的证据。我们发现,与没有监察员的学校相比,有监察员的学校接受检查的结果更好。尽管如此,我们的研究结果表明,其他学校也可以从获得 Ofsted 为其督学提供的培训材料和职业发展机会中获益。
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引用次数: 0
Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement 认知能力或学习动机,或两者兼而有之:学业成绩两个关键因素相互作用的综合路径分析
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-15 DOI: 10.1002/berj.4027
İbrahim Dadandı, Hikmet Yazıcı

While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self-efficacy, academic self-concept, self-esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self-Efficacy Scale, School Short-Form of the Coopersmith Self-Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self-efficacy, as well as on student engagement through both academic self-efficacy and academic self-concept. Moreover, academic self-efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self-esteem and academic self-concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self-efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.

虽然一般认知能力和学习动机在预测学业成绩方面的各自作用已得到公认,但它们之间如何相互作用以及它们对学生学习成果的综合影响程度还有待解释。本研究在一个结构模型中探讨了一般认知能力、所选动机建构(即学业自我效能感、学业自我概念、自尊和学生参与)与学业成绩之间的关系。共有 346 名初中生(男 = 52%,女 = 48%;平均分 = 12.98 ± 0.98)完成了小学能力测验 6-8、我是学习者量表、学业自我效能感量表、库珀史密斯自尊量表学校简表和学生参与量表。路径分析显示,一般认知能力对学业成绩有直接影响,通过学业自我效能感对学业成绩有显著的间接影响,通过学业自我效能感和学业自我概念对学生参与度有显著的间接影响。此外,学业自我效能感对学业成绩和学生参与度都有显著的直接影响。此外,自尊和学术自我概念对学生的参与度有显著的直接影响,并通过学术自我效能感对学业成绩和学生的参与度有间接影响。本研究有助于理解认知变量和动机变量之间在塑造学业成绩方面的动态关系,并为教育工作者和政策制定者提供了宝贵的见解,有助于他们制定有效的教学设计和策略,提高学生的学习成绩。
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引用次数: 0
Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools 探索丹麦小学和初中教师驾驭强制性数字化转型的策略
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-15 DOI: 10.1002/berj.4028
Ronni Laursen

This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.

本研究采用布尔迪厄的实践理论,分析了 31 个与教师、校长和行政人员的访谈。我探讨了教师在丹麦小学和初中强制推行学习管理系统(LMS)时所采用的策略。教师被分为三类:主要从事教学工作的教师、承担数字职责的教师和代表丹麦教师工会的教师。研究结果显示,这些教师群体采取了三种不同的策略。首先,只专注于教学的教师采取了抵制策略,避免在日常教学中使用 LMS。与此相反,另外两组教师则通过积累数字资本或管理资本来提高自己的技能。后一种策略使他们成为当地管理层眼中的关键人物,为晋升做好准备。此外,由于提高技能需要与管理层密切合作,这自然会引导这些教师通过他们在学校的行动来支持 LMS 的实施。研究结果有助于理论的发展,并为教师在学校进行变革时的做法提供了启示。
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引用次数: 0
Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data 探索公众对在教育中采用元数据的信念、情感和情绪:利用大数据进行定性调查
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-13 DOI: 10.1002/berj.4026
Ali B. Mahmoud

The metaverse is rapidly reshaping our understanding of education, yet identifying the public's beliefs, emotions and sentiments towards its adoption in education remains largely uncharted empirically. Grounded in the Technology Acceptance Model (TAM) and Digital Diffusion Theory (DOI), this paper aims to fill this gap using a big-data approach and machine learning to scrape comments made by social media users on recent popular posts or videos related to adopting the metaverse in education from three prominent social media platforms. The cleaning process narrowed down 11,024 comments to 4277, then analysed them using thematic, emotion and sentiment analysis techniques. The thematic analysis revealed that adopting the metaverse in education evokes a complex range of public beliefs: (1) innovative learning methods; (2) accessibility and inclusion; (3) concerns about quality and effectiveness; (4) technological challenges and the digital divide; (5) the future of work and skills; and (6) privacy and security concerns. Integrating these themes with emotion and sentiment analyses reveals a landscape of a significant portion of neutral sentiments that corroborates enthusiasm attenuated by caution. This careful consideration stresses the urgent need for a balanced approach to adopting the metaverse in education to ensure that resulting educational advancements benefit all learners equitably. As one of the first studies to offer a multidimensional view of the public's beliefs about metaverse education using big data, this research not only contributes to TAM and DOI but also provides critical insights that could inform policy, enhance educational practices and guide future scholarship in this emerging field.

元数据正在迅速重塑我们对教育的理解,然而,如何识别公众对教育领域采用元数据的信念、情感和情绪在很大程度上仍是一个未知数。本文以技术接受模型(TAM)和数字扩散理论(DOI)为基础,采用大数据方法和机器学习技术,从三个著名的社交媒体平台上收集社交媒体用户对近期热门帖子或视频的评论,旨在填补这一空白。清理过程将 11,024 条评论缩减至 4277 条,然后使用主题、情感和情绪分析技术对其进行了分析。主题分析显示,在教育中采用元数据会唤起一系列复杂的公众信念:(1) 创新的学习方法;(2) 可及性和包容性;(3) 对质量和有效性的担忧;(4) 技术挑战和数字鸿沟;(5) 工作和技能的未来;以及 (6) 对隐私和安全的担忧。将这些主题与情感和情绪分析结合起来,可以发现有相当一部分中性情绪,这些情绪证实了因谨慎而减弱的热情。这种仔细的考虑强调了在教育中采用元数据的平衡方法的紧迫性,以确保由此产生的教育进步能使所有学习者公平受益。作为首批利用大数据从多维度了解公众对元数据教育的看法的研究之一,这项研究不仅对TAM和DOI做出了贡献,还提供了重要的见解,可以为政策提供参考,加强教育实践,并指导这一新兴领域未来的学术研究。
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引用次数: 0
Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement 教育中断和学校环境变化对儿童心理健康的影响:与学校层面的不利条件和个人参与欺凌行为的关系
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-08 DOI: 10.1002/berj.4022
Julia R. Badger, Carolina Guzman Holst, Paul Thompson, Lucy Bowes, Rachel Hayes, Susy Clarkson, Judy Hutchings, Richard P. Hastings

Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID-19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre-disaster involvement in bullying. Cross-sectional data were collected from 4316 children aged 6–11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3–5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health-related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School-level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre-lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.

自然灾害在世界各地时有发生。虽然情况各不相同,但对儿童教育和福祉的影响却大同小异。本研究的重点是 COVID-19 全球灾难造成的学校环境变化,以及这些变化对儿童心理健康的影响。目的是更好地了解任何心理健康变化与儿童在学校的贫困程度和灾前参与欺凌行为之间的关联。横断面数据收集自英格兰和威尔士 57 所学校的 4316 名 6-11 岁儿童。数据收集于 2020 年初全国停课之前,以及 2021 年夏季最终返校后的 3-5 个月,当时学校在一系列环境限制下运行。儿童数据包括参与校园欺凌的情况和与健康相关的生活质量;教师数据包括每个儿童的内化、外化和亲社会行为报告。学校层面的不利条件由每所学校有资格获得免费校餐的儿童比例(家庭不利条件的指标)决定。结果表明,封锁前的欺凌受害者和来自弱势集中度较高的学校的学生,一旦回到受限制的学校环境中,外化行为明显减少。受害者的亲社会行为也有所增加。对于最弱势的学生来说,受限学校环境可能是一种解脱。这项研究为全球灾难文献以及环境不变但背景发生变化时的初始返校问题提供了一个新的理解阶段。
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引用次数: 0
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British Educational Research Journal
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